This document summarizes a study on attaining a PhD while maintaining an active life. The study examined the forces that facilitate and constrain the doctoral journey through an online questionnaire of recent PhD graduates and current doctoral students. Key findings include that most participants were over 40, it took on average 4.4 years to complete a PhD, and the biggest challenges were misalignment between school, family, career responsibilities and a lack of understanding of the PhD process. The document recommends developing time management skills, aligning responsibilities, understanding one's motivation for pursuing a PhD, seeking support, and focusing on research skills and progressing through the degree in a scholarly manner.

1. ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris1Changes that make a difference: Attaining a PhD while maintaining an active life.Research Team & AuthorsJoseph B. Baugh, PhD, PMPUniversity of Arizona SouthAnne Saber-Hallcom, PhDCapella UniversityMarilyn E. Harris, PhDCapella University

2. ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris2AgendaIntroductionThe Research QuestionsThe StudyAnalyzing the DataFindingsRecommendationsKey TakeawaysQuestions2

3. The Research QuestionsWhat are the forces and conditions that facilitate the doctoral journey?What are the forces and conditions that constrain or block the doctoral journey?How did these forces affect doctoral journeys across the study population?ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris3

4. The StudyApplied research using mixed methodology questionnaire delivered over the InternetDemographic data, primarily quantitativeOpen-ended questions explored lived experiences (Denzin, 2001) of study participantsPurposeful sampling best suited for studyTwo primary study populations drawn from six different PhD awarding institutionsRecent PhD graduatesDoctoral learners at various stages along the journeyUsed branching logic to examine experiences common to both groups and singular to each group.ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris4

5. Analyzing the DataBased on Lewin’s (1951) seminal work in field theory as modified by Cronshaw and McCulloch (2008) to map findings to three field conditionsFacilitatingConstraining BlockingUsed Atlas.ti® as the Qualitative Data Analysis Software [QDAS] package to facilitate:Organization, tracking, management, and analyses of the data for emerging themes and patterns (Baugh, Hallcom & Harris, 2009)ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris5

6. Quantitative Findings81% of participants over age 40Gender of participants evenly mixed55% of participants completed the degreeAverage time to completion: 4.4 years45% of the participants still at various stagesAverage time on journey to date: 4 yearsISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris6

7. Qualitative FindingsISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris7

8. Misalignment of Key PartsISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris8

9. ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris9Key TakeawaysHow can PhD students accomplish this seemingly conflicting goal?Get a running start by being prepared for the doctoral journeyDevelop time management skills Align the purposeful partsUnderstand individual reasoning for pursuing the degreeSeek support sources from peers, family, friends.Seek a compatible mentor and committeeMinimize distractions and focus on the goal

10. Alignment of Key PartsISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris10

11. RecommendationsA transformative change is required, building on Gharajedaghi (2006) and Harris, Becker, Hallcom, and Ponschock (2008):Learn to Be DoctoralDevelop a better understanding of the purpose and intent of individual rationales for attaining the PhDLearn to Learn in a Scholarly MannerUse coursework to learn active research practices and develop necessary research skillsLearn to Do Applied ResearchImprove data collection, analysis, and reporting skills.Enforce visibility on the goal Focus on feasible milestones, make suitable progressSeek work/life balance along the entire journeyDegree FamilyCareerISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris11

12. ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris12Questions

13. ISEOR / Academy of Management - June 2010© 2010 Baugh, Hallcom, & Harris13ReferencesBaugh, J. B., Hallcom, A. S, & Harris, M. E. (2009). Computer assisted qualitative data analysis software: A practical perspective for applied research. Proceedings from the 2009 ISEOR - Academy of Management International Conference and Doctoral Consortium on Social Responsibility and Corporate Environmental Evaluation Indicators (Vol. 1, pp. 173-182). Lyon France, June 2009.Cronshaw, S. F., & McCulloch, A. N. A. (2008, Winter). Reinstating the Lewinian vision: From force field analysis to organizational field assessment. Organization Development Journal, 26(4), 89-103.Denzin, N. K. (2001). Interpretive interactionism (2nd ed.). Thousand Oaks, CA: Sage.Gharajedaghi, J. (2006). Systems thinking: Managing chaos and complexity: (2nd ed.). Burlington, MA: Elsevier.Harris, M. E., Becker, G. F., Hallcom, A. S., & Ponschock, R. L. (2008). Mastering a New Paradigm in Management Consulting (2nd ed.). Petoskey, MI: Createspace.Lewin, K. (1951). Field theory in social sciences: Selected theoretical papers. D. Cartwright, Ed., New York, NY: Harper & Brothers.13